001[music] >> Good evening everyone. I'd like to welcome you to >> [clears throat] >> Do I sound better off or on? My wife would say off. Uh sorry about that. Um welcome to our uh regular April board meeting. Uh we appreciate you all being here. We'll begin um by having a pledge of allegiance. I will offer that and then following that we will have a moment of silence. Begin. I pledge allegiance to the flag of the United States of America >> [clears throat] >> and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> [clears throat] [clears throat] >> Thank you very much. Uh item 5.1, approval of March meeting minutes, please. I move to approve the March meeting minutes as presented. I'll second. I have
002a motion and a second. All in favor? Aye. Aye. Opposed? Motion passes. By the way, um board member Kelly uh Boyer is not feeling well tonight, but she is with us on the phone. So, if you hear a little bit of uh her, uh you'll you'll know what that is. Um [clears throat] okay, 6.1, ratification of expenses and payroll vouchers, tax credits, and activity accounts. I move to approve the ratification of expense and payroll vouchers, tax credits, and activity accounts as presented. Second. I have a motion and a second. Any discussion on this? All in favor? Aye. Aye. Opposed? Motion passes. Item 7.1, student and staff recognition. Favorite part of the meeting. Uh if we'd like to start, Mr. President, would uh the junior high principal please come up so we can recognize her students
003and staff member? Good evening. At least one of these individuals didn't know why he was here. And so, that's exciting. Um thank you, governing board members, for giving us this opportunity to celebrate students and staff. It's it's just always such an honor and um it's such a neat experience to collect information from others other staff members and other students about um their peers and so, we're going to start tonight. Um I'm going to start with our student who's not here. Um she's at a track meet competing. Um and that's Brooklyn Hadamiyo. So, we'll be celebrating her uh privately uh with her family at the school, but we appreciate the opportunity to celebrate her. Um just uh one little thing I I'd like to go on record. One of her teachers said, "Brooklyn's kindness creates an
004inclusive atmosphere that helps others succeed. Her strong work ethic shows in academics, athletics, and other pursuits, making her a positive example of what Shiloh Junior High School stands for. So, I just feel like the fact that she's competing for our school today speaks volumes. It's not a coincidence that we're celebrating um these individuals tonight because our school character trait for the month of April is excellence. And that is something that each of these individuals consistently demonstrate. So, I'm going to start with Cadence. Cadence Southworth is an eighth grade student at Shiloh Junior High School, and it has been an absolute honor to have him as a student Um, these last 3 years, he has grown immensely and I was reflecting today on um, when Cadence first came and just the growth and what an amazing
005young man that he has grown into and how pleased I am to be a part of his journey as a human being. He's someone um, who his teachers describe as an outstanding citizen. Someone who is kind and considerate in his interactions, who always takes time to support and uplift those around him. His strong work ethic and commitment to his own learning is demonstrated through his putting forth his best effort in everything he does. For all of this though, Cadence has a quiet confidence and he approaches his responsibilities with dedication and perseverance. One of your teachers said about you, Cadence, "Most notably, Cadence is continually striving for excellence, setting high standards for himself and working diligently to achieve his goals. His positive attitude and character make him truly deserving of recognition." So, we're so proud of
006you. >> [applause] >> I'LL GIVE YOU SOME THINGS FOR YOU. OKAY. AND UM, THE STAFF member I'd like to uh, celebrate tonight is Miss Maricela Maricela Ramirez. Maricela? Um, is a fixture at Shula Junior High School and I knew I was going to be emotional about this, so I wrote her a letter um, addressed to you all and so I'm just going to read that. It is my honor to recognize Mrs. Maricela Ramirez for her exemplary service and unwavering commitment to excellence at Shula Junior High School. She consistently demonstrates a high level of dedication, humility, and professionalism in her work, embodying the standards we strive for as a district. Mrs. Ramirez's pursuit of excellence is evident in the pride she takes in maintaining a clean, safe, and welcoming environment for our students and staff. Her
007work ethic and attention to detail set a strong example and she approaches each day with a quiet determination to ensure that every task is completed to the highest standard. And I think that um, Mr. Aguilar, her counterpart, would say that um, even when he doesn't clean to her expectations, uh, she makes sure that that happens. Over the past 24 months, Maricela has shown remarkable resilience and commitment while navigating significant staffing challenges. During this time, she has worked alongside six different night time custodians and has experienced extended periods without a partner during the second half of her shift. Despite these challenges, including times when she worked independently after 4:00 p.m., she has continued to provide consistent high quality performance without hesitation. Her reliability, perseverance, and dedication do not go unnoticed. She's a valued member of our
008school community and her contributions play a critical role in supporting a positive learning environment for all. We are proud as a staff to have Maricela among us and extend our sincerest appreciation for her continued service and commitment to excellence. >> [applause] [applause] >> So, we're going to get a picture. Ready for that? This. Mrs. Clark, has Cadence grown in height since he came? >> Uh, a little bit. Just a little bit. >> Yeah. >> [laughter] >> Quite a bit. Yeah. >> tall. For sure. Okay, we're going to stand up here and get a picture. >> [clears throat] [applause] >> There we go. Good job. Congratulations. >> [clears throat] >> Okay, we ready for the high school? Yes, sir. I want to do some footnotes, right? Maybe in in the in the footnotes here. Awesome. >>
009[laughter] [crying] >> Yeah. And who is that? >> Ben? Yeah. [laughter] Before you start, is Cadence still here? Or did they leave? Oh, he's still here. >> Cadence, where are your mom and dad? Right here. Stand up for me, would you? >> [clears throat] >> Thank you so much for all you do at home to help him be the citizen that he is. [applause] >> [applause] >> We appreciate the school as well, I mean. We're grateful for that. Yeah. It's been a group effort. Good. Thank you. We appreciate that. Thank you so much. Sorry, Ben. I just didn't want to skip that. >> Yeah, no no problem. Well, thanks thanks for having me as well. This really is the best time of year. Especially when you get around mid-April, um, you can start to forget
010that there's anything else besides testing >> [laughter] >> going on cuz that's about all we're doing right now. And so, it's a good good reminder that, oh yeah, we've got some great things going on. So, I'm going to actually start off with Miss Muzzy. Uh, if you want to come up. You got your happy child. >> [laughter] >> All right. So, uh, it is truly an honor to recommend uh, Miss Nikki Muzzall for this uh, better known to students and staff as Miss Muzzy uh, for recognition this evening. Miss Muzzall has dedicated 19 years to education including 9 years at the junior high and then these past 10 years at Shula High School. Uh, over nearly uh, two decades, she has built a reputation not only as an outstanding science teacher, but as one of
011the most trusted and respected educators in our school community. She specializes in Earth and Geology Sciences, what she proudly refers to as the rock nerd uh, side of science, but she was instrumental in building our environmental science program as well. And she even developed a modified science curriculum to support one of our specialized programs, ensuring that all students, regardless of their learning needs, have access to meaningful science instruction. Beyond the classroom, Miss Muzzall leads our rodeo club and previously led ski club, continuing to build relationships with students outside the school day. She has also served as department chair for many years and consistently contributes to the school improvement through her involvement on multiple committees. She consistently teaches more freshman students than most, a uh, student population that um, often the most challenging. And has the
012highest number of IEP students year after year and still manages to attend every single meeting. Her fellow teachers have described her as the colleague every school hopes to have. She is the first to step up and cover a class, help develop lessons or assessments, or support a teammate in need. She is dependable, professional, and takes her work seriously while never taking herself too seriously. And perhaps the most telling reflection of her impact, um, something I say very carefully, is this. In her 10 years at Shula High School, I have yet to hear a student say they don't like Miss Muzzall. We could probably find one. >> [laughter] >> They're not telling me. And if you've worked with high school students, you know just how remarkable that is. Uh, connecting with every student across all personalities,
013backgrounds, and challenges is no small task. But Miss Muzzall does it consistently. She builds relationships through uh, works through conflict, pushes students to grow, and holds them accountable, all without ever damaging the trust she's built with them. That balance is rare and it is what makes her exceptional. Miss Muzzy, uh, thank you for your dedication, your leadership, your countless ways that you make our school better every day. We are incredibly fortunate to have you. >> [applause] >> I'll give you some ones for you. >> [snorts] >> Yep. I'll give you a yellow one. All right. I think I've got Bailey next. All right. So, Shula High School is honored to recognize Bailey Chris as an outstanding Shula High School student. Bailey represents the very best of what we hope for in our students and she
014somehow manages to do it all without breaking a sweat. Or at least without us you. seeing it. Bailey has earned an exceptional GPA of 4.478 while simultaneously earning her associate's degree in business entrepreneurship through MPC before graduating high school. Let's give that a round of APPLAUSE RIGHT THERE. >> [applause] >> SO SO IF YOU MISSED THAT PIECE, SHE'S SHE'S finishing a two-year degree in college before she's even done with high school. In order to do this, her schedule has included four extra college classes each semester along with additional coursework every summer since her sophomore year. So for reference, most full-time college students take that exact same load, but she does it in addition to being a high school student. So uh but what makes Bailey truly special is that her success doesn't stop at academics.
015She has been working at Harvest for the past year and a half consistently putting in uh 12 to 15 hours a week because apparently free time just uh doesn't uh isn't her thing. So at the same time, she gives back to others by volunteering, reading to fourth graders, and helping support students in study hall. She's also been actively involved in athletics and the arts dedicating two years to the palm team and continuing her passion for dance through classes at the Dance Academy. Looking ahead, Bailey has earned the prestigious uh Lumberjack scholarship and plans to attend NAU to study nutrition. Her goal is to serve others in a clinical or hospital hospital setting with a long-term dream of opening a cafe centered on nutrition and health. Uh which if her track record is any indication, we
016fully expect to see become a reality. And beyond all of these accomplishments, what stands out most about Bailey is who she is as a person. Her teachers shared that she is incredibly inquisitive, always eager to learn, and consistently brings a strong work ethic to the classroom. Just as importantly, she is kind, thoughtful, and aware of those around her. Qualities that don't show up on a transcript, but matter all the more. Bailey's ability to balance rigorous academics, employment, service, and extracurriculars while maintaining such a high level of excellence is truly remarkable. Uh Bailey, we're incredibly proud of you and it's an honor to recognize you tonight. >> [applause] >> Guys. >> [clears throat] >> That one's for you. Remember that bag? Yeah. All right. >> [clears throat] >> And last and certainly least, not least. >>
017[laughter] [snorts] >> It is with great pleasure pleasure that I recommend Seth McDowell for formal recognition at this evening's board meeting. Seth is the kind of student who makes you double-check the transcript based on what's even possible in high school. And then double-check if this is actually Seth's transcript. Is it? >> It just doesn't seem to align. I don't know. Seth has earned an outstanding GPA of 4.478. Those who are keeping track, it's identical, so that's kind of fun. >> [laughter] >> Not that anyone is competing around here. And has posted some elite testing scores, a 33 on the ACT, which is It it's it was the top it was the top in our school that year for sure. That's >> Surely. Yeah. Yeah. Yeah, we we don't have to share what ours are, but
018yeah, it's uh It was all just a three. Yeah. >> [laughter] >> Single digits here. Um Uh with with a 35 in science and a 34 in the math. I mean, it's like near near perfection on on an exam that they make they design to make it impossible. Um as well as a 97 on the ASVAB, which a 99 is perfect. And so that military exam, he's right at the top. So And as if that weren't enough, he has already uh completed again an associate's degree of general studies from MPC. So let's give that a round of APPLAUSE AS WELL. >> [applause] >> SO THAT'S HIGHLIGHTED BY TAKING AN incredible 27 college credits in a single semester of high school. That's what we had last semester, right? Yeah. 27, okay. Don't want to lose track
019of that. Most of us would be proud of finishing 27 credits in an entire freshman year of college. >> [laughter] >> But Seth is thinking, I could have done 30. So in addition, Seth has been recognized as uh English student of the year, a sports medicine student of of the year, an impressive combination that tells you he can both analyze a a complex text and tape an ankle without missing a beat. He has also passed his CPT exam and is on track to become a physical therapy aid by the end of the semester. In athletics, Seth has been a cornerstone of the wrestling program for four years, qualifying for the state tournament all four times and earning a fourth-place finish in this year's tournament. Looking ahead, Seth has been accepted to the Colorado School of
020Mines on a presidential scholarship as well as received an offer from the Navy for $65,000 to their nuclear engineering program. All in all, he has already been offered some of the greatest opportunities possible to pursue a degree in the engineering field where he can combine his strengths in math, science, and physical therapy to ultimately help others through innovation. Now beyond all these accolades, and this might be my favorite part, Seth's teachers describe him as something of an enigma. And you know, in a good way. Sure. Yeah. He is one of the most intelligent students in the entire school and probably even that our school has ever seen, to be honest with you. >> [snorts] >> And also a bit of a prankster. >> [laughter] >> And apparently this combination keeps things interesting. He brings energy
021and humor into the room even when the content is challenging. There are also rumors. I'm not confirming anything officially, but there may or may not have been a friendly wrestling match with a teacher that didn't go the teacher's way. Again, unconfirmed, but also not entirely unbelievable. What is clear is this, Seth's rare combination of intelligence, discipline, and personality makes him a truly exceptional student and a positive force in our school community. Seth, we are incredibly proud of you and are excited to see what you accomplish next. >> [applause] >> All right. If you want to maybe grab these [snorts] after, we'll take a picture. Sure. All right. Let's shake hands, take picture. Come closer if you need to. >> [clears throat] >> All right. >> [clears throat] [applause] [clears throat] >> Are Seth's mom and
022dad here? Stand up for me, would you? Thank you so much. >> [applause] >> IT'S AWESOME. GOOD FOR YOU. ARE BAILEY'S MOM AND dad here? Hi. Thank you. >> [applause] >> It was great. >> [laughter] [clears throat] [snorts] [cough] [clears throat] >> We need Nicholas Homestead. This is Jones. We've got some pretty smart kids at Nicholas Jones we're about to recognize. Nicholas Homestead, thank you. It's the same thing. >> There's 14 of them. It has become the same thing. You were invited to come with me. Come on up. Come on up, guys. You've got a little bit of cougar crud going on at NHE right now, so there's a few kids that are going to be out. >> [laughter] >> I'll fight. I am not scared. >> [laughter] >> So funny. Good evening, [clears throat]
023board. So as you know, Nicholas Homestead brought back the science fair last year, and we came back this year even better and even bigger. And so I wanted to share with you some stats about our science fair this year. Um first off, our science fair team, Mrs. Layton is here, Mr. Lowe is here, Mrs. Greer, Mrs. Anderson, and Mr. and Mrs. Lawrence. Like we could not have done this without you guys, so if you would stand up and wave, I appreciate the two of you. These two especially have just >> [applause] >> In the fall we actually went and to Navajo County and actually presented at a science fair to show others what science fair could look like and so we've we've been at this all year long. Um so this year is the first
024time we've ever taken kids to regional and then had kids qualify for state. So this was a huge thing and we actually hosted the regionals and so we are very excited. So I wanted to bring those students share what they did just so you can really see like the wow and if they're not here I'm still going to read what they did and what they earned just because it's it's important. You guys really knocked it out of the park and I'm not going to cry but I'm also really really excited. I'm I'm very proud of these guys. So the first person was Kinsley Thomas. She placed first place at the school with a grand prize and placed first place as well at regional. Trent Adams. Just give turn around give a little wave when I
025call your name so they can see who you are. Trent Adams placed first place at the school and then placed second place at regionals. I'm trying to I'm going to hand you. >> [applause] >> Good job. Uh Mara Mainwaring placed first place with a grand prize and then at regional also a first place. Mara, sorry. [applause] Landon. I see you. Landon Gronholt um he placed first place at school and first place at regional. >> [applause] >> Um Cannon Clark placed first place and got a grand prize at the school. And he's not here so >> [applause] >> Allison Stringer. Here you go my friend. She placed first place grand prize perfect score and at regional placed first prize perfect score. So good job. >> [applause] >> Raylan Fecteau-Cotta, he got first place at school and
026first place at regional as well. >> [applause] >> Um Zaden Crossman. He might have been one of the ones that was too so we will hold his. Zaden placed first place at school and then earned a participation at regional. >> [applause] >> And then Riley Dodd. He's one of our ones with that's it's ill. He got second place at school and second place at regional. >> [applause] >> Okay now on to our fifth grade. In fifth grade you may move forward. At fourth grade regional's the end at fifth grade you may proceed to state if you would like. They actually hosted it at ASU. It is pretty intense. They take their their um science fair projects down to the valley. They have three hours of interviews in which the teachers nor the parents can be
027with them. That's a lot of pressure on a fifth grader but we had two that actually went down so I will share the two of them last but I'm going to share everybody cuz these are these are the kiddos that qualified for state. So Jackson, he got second place at school, first place regional and he qualified for state. >> [applause] >> Um Kennedy placed second place at school, first place with a perfect score at regional. >> [applause] >> Um Mark placed first place at school, first place at state and qualified for region qualified for state. >> [applause] >> All right and that leaves I've got two so Rosie. Rosie qualified first place grand prize perfect score at the school, first place for regional she qualified for state and she earned a participation at state. So
028good job Rosie. >> [applause] >> And then our final person tonight is Levi. Levi placed second at the school, first place at regional and then placed second place at the state level. >> [applause] >> Science is hugely important and I am just like I said I'm really proud. We had over 300 projects at Nichols Homestead. The kids did amazing and I'm just I'm super proud of them. I'm proud of our teachers. I'm proud of their families and I'm just proud of you guys. So good job. >> [applause] >> WELL LET'S TAKE A PICTURE. AND WE'LL shake yeah. Did I hear ice cream? What? Follow them to to get ice cream. They're going to Red Barn so I'm out. All right. Good job dude. Trent who's your daddy? Who's your dad? >> [clears throat] >> Yeah
029I know your dad well. Good job. >> [snorts] >> That is so great. Mom and dad I know you guys had tons to do with projects and everything else. You guys are great. Thank you so much. >> [applause] >> So we have junior high band and orchestra. >> Yes with Mrs. Clark. Are you would you like to come up with your junior high teacher? This is Canales come on down to the prices right. >> [applause] >> All right. Thank you for having us. Um can I have all of my students come up front? So this isn't all of our students but we have several that are also in track and several that are also involved in the play which by the way you should come and see. Um but we have students from the junior
030high band string orchestra and symphony orchestra and all three groups earned a superior rating which is a score of 90 to 100% at our region music festival in February. So that's why we're here today. So these students worked extremely hard especially with having a new director that can be challenging for them too and and they just worked their butts off all year and it was awesome to just receive that that score together and I'm very very proud of them. So thank you FOR RECOGNIZING THEM. >> [applause] >> CAN YOU GUYS CAN YOU guys just start here on my left and just tell us your names and just go off to the right here so we know who you are. Kimber Adams. Can you do me a favor pull [snorts] that mic down so we can
031Kimber Adams. Lorelei Kempfer. Jaden Hager. Evelyn Pryor. Camden Chappell. Ada Gavira. Axel Golightly. Cara Schultz. Emily Williams. Natalie Maze. Jace Himsworth. Benedict Mingus. Jace Letner. >> [applause] >> Come up and stand right here in front of us. We're going to get a good picture of that. And we might have to have shorter in front. >> [laughter] [clears throat] >> Everyone get a picture of you. Want to get closer? You good? Anyone else need to get a picture? >> [clears throat] >> All right. Well that's good. Give a SHAKE TO EVERYONE. >> [applause] >> GOOD JOB. GOOD JOB. YOU. WAY TO GO. GOOD JOB, LADIES. Good job. Good job. Way to go. I know it's a hard one. Congratulations. Good job, guys. I know it's a Thank you. We appreciate your efforts so much. That's a
032great job. >> [clears throat] >> Always the best. Okay. Is that it for our kids? I think. Mrs. Clark has a quick choir kids. >> choir kids? I didn't see that. I apologize. Mrs. Bryce, come on down. >> it. This junior high choir? >> [applause] >> This junior high choir? Right, junior high choir. Okay. Yeah. Thank you. >> [laughter] >> We actually had 43 students that went to festival. I'm going to make Kimber. Are you still here, Kimber? You should come up, too. This is two of the 43. >> [laughter] >> But anyways, yeah, I was just so proud of them for going down there and earning a superior. They worked so hard. I always feel like these music classes, they chose these electives, and they're very demanding classes. They require a lot of our
033students, they chose them, and they chose to be there. And they work hard every day, come prepared to class. So, that's why it was so exciting that when they received a superior. So. I'm free. Tell us Tell us your names, [applause] and then let's get a picture and shake hands. Kimber Adams. Lydia Hall. Good job. >> [applause] [applause] [clears throat] >> I'LL USE SOME UH AIRTIME SO PEOPLE CAN rotate out. That'll help you. I just um appreciate the opportunity to celebrate our students who are participating in music. Um science shows that music helps you be a better learner, it helps you in math and science and reading and all the things. And so, we're really grateful. I think uh some schools, music's an easy A, but I think you can see that at Shula Junior
034High School and in our district, um we are striving for excellence in music as well. I think a number of our choir students weren't here tonight because they're also at the track meet, right? So, it just shows like how multifaceted our students are. I want to say something about Mrs. Canouse and Mrs. Bryce. What a phenomenal team. What a phenomenal team they are. They have come together to um write curriculum, to team together. They've worked through some um challenges with our our scheduling uh to have seamless ways to transition students from beginning musicians to intermediate to advanced. And um if I might just say that um Mrs. Bryce came to us as a substitute teacher, and I just always was so happy when she came to our school. And when she came to me and
035said she was considering coming full-time, that was just such a blessing for our school. Mrs. Canouse is new to us this year, but not new to education as evidenced by her um bringing students to superior ratings. That was one of her goals um when we met. I don't know if she remembers. Um but that was one of her goals was to make sure that she carried on that tradition of superior ratings. So, thank you again. THANK YOU. >> [applause] >> OKAY. NOW WE ARE AT 7.2, school resource officer appreciation. If we could have our school resource officers, we had one that's absent, and two of them are here. Um Officer Tyra and Officer Matkin, if you could please come up. >> [laughter] >> Officer Mickel had a prior engagement, but you know, it's I'm glad
036we've been able to take time to recognize some of our unsung heroes. Their their job is very complex and multifaceted. They're expected to teach classes, interact with kids, keep the school safe, follow safety protocols, be kids' friends, help I mean, they do everything. And so, it's so wonderful that you know, board member uh Angela asked us to recognize our our school resource officers. It's long overdue. They deserve to be recognized for all the safety uh that they do on in our district every day. So, thank you. THANK YOU. >> [applause] >> OFFICER MICKEL. YES. THERE YOU GO. THANK YOU. Appreciate it. Thank you. And Officer Matkin. Thank you, sir. Thank you. I don't know if you guys have anything you'd like to say, and then we can get a picture with our fantastically dressed resource
037officers. >> [laughter] >> It was important to me that you were recognized not just for what you do every day, but the involvement, the time you take with the students. You have such a positive impact, and um allowing them to to have the security in knowing that they recognize you by name, they get to know you, and and they can come to school with confidence. So, we really appreciate you being there for them and the mentorship and the protection you provide. Thank you. Thank you. ABSOLUTELY, THANK YOU. >> [applause] >> PAUL, DO YOU HAVE ANYTHING? YOU KNOW, AND AND DR. FARQUHAR said that you're the unsung heroes. You're kind of out of sight, but you're not. You're there when you need it. >> [clears throat] >> And in a society like ours, that's very >>
038[snorts] >> And we appreciate the great job Thank you. It's overdue for you to be recognized. Thank you. Thank you. Thank you. Let's get a photo. Can I Can I say something real quick? >> [applause] >> Um just real quick, back in the 1900s, when I was a kid, uh I remember my We called him campus cop but back then, but I remember him very well. And uh each one of my children have a favorite resource officer that they bonded with, and they would come home and tell stories, and it was just really great. I know you were with some of my kids. I can't remember if you caught any of my kids or not. You're probably lucky lucky enough not to. But so grateful for you and what you do, and I would appreciate
039if you would make sure that the other officers who weren't here this evening that how grateful we are for his willingness. Mickel knows. >> [laughter] >> Well, now We love Mickel. We We are so grateful that the chief is receptive to the program. We're also grateful for the opportunity that we have. We have people at the schools who apply for those grants to help us pay for all of that. And for you guys being willing to do it, it's just I mean, it We can't express how grateful we are. SO, THANK YOU. >> [applause] [laughter] [snorts] [applause] [clears throat] >> OKAY. HONESTLY, I WISH WE COULD JUST call the meeting. It's been really wonderful to Yeah, let's wrap it up. >> have all these kids and to have our officers here and our teachers and
040those who who help us be successful. Um thank you all so much. Um 7.3. Are you all alone on this one? I'm with you. Okay. Well, come and teach us up here. I'm assuming we're talking time model, yes. So, this is Jamie's baby, but it's Jamie's birthday, and you know, she's had a hard few months, so Yeah. we let her have the day off. >> [laughter] >> Um so, the instructional time model is a a document that we share with the state basically to say this is how we're using our time in our schools. So, the way I understand it is we have a bucket of time, and the way the state used to have it set up is we used to have to say in this cup is this much time, in this cup
041is this much time, but now we can say this is our bucket of time, and we're going to use it in very different ways. So, the instructional time model that Jamie put together basically shows how we're going to use our time during our day so that we can be very creative with how we offer interventions, for example, because before intervention time would have had to been on top of the day to make sure that we were hitting all those cups. Now, we can put it all together, make sure some intervention time is included in our time model for the for the school day, and we're legal, we're all good with the state. So, that is the instructional time model kind of in a capsule. Anything you wanted to add to that? Yeah, if I could
042just add a couple things, it it really gives us greater flexibility, as Ms. Cosgray has said, to help us count tutoring as instructional time according to what the state defines as instructional time. Our current system does not allow us to do that. So, this gives her greatest um flexibility. It allows us to accrue more minutes towards instruction that before we couldn't count. Also, this is just a this is just a presentation. We are required by statute to hold two hearings to the public. And so, the first hearing that we're going to advertise tonight, and we'll advertise throughout the next coming weeks, is April the 22nd. We're going to hold a hearing at the district office from 5:00 to 6:00 where community members can come in and hear a presentation on the instructional time model, and
043also that we will be specifically talking about some of the upcoming changes at the high school, which is going to benefit from this instructional time model. So, the high school will be putting in a 30-minute tutoring block next year to help kids Monday, Tuesday, Wednesday, Thursday in addition to Friday mastery. So, it's really giving more flexibility to our high school teachers, high school students, where we can count that time towards instructional minutes where before we it as as Ms. Cosgray said, it have to be in addition to. So, it's really a benefit, and so we'll be talking about the instructional time model plus some of the upcoming um updates at the high school schedule. So, we're we're going to have two hearings. That's the first one. The second one will be at our May board
044meeting, just like what we did before, like a budget hearing. We would start around 6:15, allow folks to ask any questions or concerns, and then start our regular board meeting at 6:30, and that would meet the two hearing requirement. And it really did it immediately it's going to benefit the high school, but it's not just the high school that it's benefiting. It will be for all of our schools. Um they'll be able to really look at their schedule and move things around so it better suits what students need. So, that's So, this is just a this is the first step in presenting to the board. Again, if you have questions, please send them to me, and then I can send them to to Jamie so we can have those in our hearing, and also at
045the May board meeting. So, I assume at the May board meeting you're going to have that um before the meeting starts, and then I'm assuming there's going to be an action item to accept this. >> Yes, sir. Okay, so it's important that the folks get get their eyes on this in those two Yes, sir. presentations. Okay, cool. Thank you. I'll just stay cuz I'm next to too, so. You're just going to stand up I'll just stay here. Are you done then? I Yeah, time model's good. Yeah. All right. 7.4 teacher eval update presentation. All right. You should have a PowerPoint. It's the one. Do I have Can I drive? Yep. There we go. All right. So, tonight I'm bringing to you an introduction to the data-driven impact portfolio. This is a district-wide framework that was
046created um through the administration um to document teacher impact on student learning through a continuous learning cycle. Um at its core, this really gives um teachers a structured way to show how they are identifying a student need, how they are responding to that need instructionally, and then what effect did their instruction have on that need. Two to three. All right. So, the data-driven impact portfolio gives a the district a process for addressing the student achievement portion of the teacher evaluation. More importantly, it allows the that the requirement is met in a way that's fair to all teachers across all assignments, and it's really grounded in actual student evidence. Um if you look at that graphic, you'll see that um 80% of their current evaluation is based on observation classroom observations when their administrator comes in,
047and 20% is rooted in student data. Currently, what we're using for that student data is IXL. And IXL is a computer program. They take a an assessment at the beginning of the year. We give them a um grade level equivalency, so say a third grader might start the school year at a 290, which mean second grade, ninth month, finishing second grade. Then we give them another assessment at the end of the year, and the goal is to have 100 points of growth equaling a year's growth. So, [clears throat] that same third grader who scored a 290 the beginning of the year, you would expect them to have a 390 or better at the end of the year. All of those scores are then compiled for the site and averaged. If the site has an average
048of 100 points growth for their students, then the teachers get those two points. The issue with that currently is it's math and English only. So, your PE teacher, your music teacher, they're getting their points based on math and English, not what's happening in their own classrooms. So, the shift from IXL to the data-driven impact portfolio is really the heart of this whole shift. Um some teachers were being tied to data that didn't reflect what was happening in their own classroom, but this changes um allowing each teacher to show their own personal impact using measures that are connected to the content that they teach, not what's going on outside, right? Math and Math and English, it was great. Like they were teaching that, but those who are outside of that didn't really match. So, the data-driven
049impact portfolio is really a look at, check cycle. So, teachers will look at some evidence at the beginning of the year. They might even look at past year's evidence. Where have my students struggled over the course of time? Um they're going to decide I'm going to try to have an impact on this thing, either a standard or a skill. Um they're going to develop a plan. Here's how I'm going to attack that. And then they're going to continually check whether what they're doing is having a positive impact on that data issue. Um it really keeps the focus on real instruction decision-making instead of just a one-time, one-size-fits-all score. There are three cycles written into the DDIP. The first cycle is August to October. Before teachers even start on this first cycle, they're going to meet
050with their administrator and say, "Here's the Here's the the problem I'm finding with students in this course. Here's what I plan to do about it. Are we good?" And then the administrator is going to say, "Yes, I love that." Or they're going to say, "Hey, this is something maybe that you haven't considered." Like it'll be more of a coaching conversation. Um at the end of the first cycle, teachers will bring their first portfolio piece to their administrator, look at it together, get some feedback so that both the teacher who is creating the portfolio and the administrator knows what's going on with that portfolio. They'll go back and um continue their portfolio in November to February, basically doing the same cycle all over again. If it's the same data they want to use, great. It's a
051new problem they want to attack, perfect. But it's the same cycle. And then again, March to May. So, really you have your fall, your winter, and your spring cycles that you're checking in on. When this plan was developed, it was developed um alongside district representation as well as administration from the school sites. Everybody was involved. We all had voice in this um, creation of the plan. And then when we wanted to roll it out to teachers, we were pretty strategic about how we did that. >> [snorts] >> The first thing we did was we sent out a teacher guide, which you also received. Um, the data-driven impact portfolio guide. Um, we sent out a video explaining the DDIP. And then an infographic as well. And then myself and Dr. Farnsworth, along with the site representation
052administration, we went to each site to do question and answer, deliver some, um, information about the DDIP, do some FaceTime with our teachers so that we could get their questions firsthand. So, that's how we rolled it out. Um, we had some considerations when we were implementing. One of our first things was we really wanted it to be a consistent plan across campus. Not at one campus they do it this way, the next campus they do it that way, but consistent across the campuses, which is another reason why we went to each campus so they heard it from, kind of, the horse's mouth, right? Um, we wanted their work to connect to what they were already doing in their classrooms. They're already looking at data. And they're already moving their instruction to align with their data.
053But we wanted to make it evident for their administrators and also put it into their evaluation because currently it's just it's the work they're doing it every day, right? It's what teach good teachers do. We wanted to connect it to their evaluation. Um, so really we wanted it to be a authentic reflection rather than just complete a task. Um, adoption of the DDIP framework is really equitable. Um, it gives a fair and coherent process for this for the student achievement portion of the evaluation. And it really reflects input from the district and site leadership throughout the entire development of the plan. So, should you decide to adopt the district DDIP, really you are signaling that we're moving away from a one-size-fits-all model and really toward more clear expectations. Um, you know, the the saying is
054clear as kind. Um, really shared guidance and a stronger alignment across campuses. Um, we were super intentional about how the plan how teachers would respond with their plan and what their portfolios should look like so that it's not different across the campuses. So, the administration's recommendation to the board is that we transition from the IXL, um, one-size-fits-all to the DDIP framework. This creates a more equitable system for staff, gives our teachers ownership of their 20% of their evaluation. And it really gives them, um, evidence in their own scope of control. Right? So, if I am a not a math teacher and I'm not an English [clears throat] teacher, I now have control of what is being put on my evaluation. What questions do you have for me? I have a couple I have a couple
055of questions. I have a couple questions, but I can wait. Go ahead. Well, what I appreciate, um, in your presentation, and this is consistent, you happen to answer my questions. >> Good. I'm glad. >> [laughter] >> Within your presentations. So, I I do appreciate that. And, um, that just tags on, um, the getting feedback from the teachers, how they're responding. So, it's good to hear that there's a collaboration between and that it's also across all of the schools so that everyone can be on the same page, set the same goals, and and then you refer back to them periodically, I think. And it's really it it's a progression of this past school year, right? This year at the beginning of the year we asked teachers to be collecting data. Like, have a framework for how
056you collect your data and turn it in. Mid-year they were asked then to present their data to their administrator. This is just the next step in that whole cycle. It's it's what good teachers do. Absolutely. Yes. Thank you. Paul, do you have any questions? Yeah, well, not really a question, just a comment. Uh, obviously you're pretty excited about this new Mhm. program. It It looks a lot better than what we've had. Yeah. And, uh, it just seems like we're getting along further and further and further due to your work. And I appreciate that. Well, thank you. It's through the work of all of us, really. Absolutely. We have a great team. Thank you, Shala. Mhm. Mr. Larson. Um, do you ever when you look at changing a program like this, do you ever look at
057other districts in the state, how we compare? So, is this something that's being rolled out? So, I'll be completely honest with you. When I came to Sholo 10 years ago and this wasn't already in place, I was kind of shocked. Because I came from a larger district in Tucson. And this it was just the expectation. It wasn't even you weren't rewarded with it on it with your evaluation. It was just that's what you did. Okay. Yeah. So, we've been behind the times. >> bit, yeah. Okay. Yeah. The other question is, um, so obviously you said that this was done with all site uh, leadership, right? So, this was all of you guys did this together. And then so how you said you went out to the, uh, various sites, introduce this, how has it been
058received? So, in all honesty, >> In all honesty, please, yeah. there has been there have been some people who are very vocal against. Um, their their biggest, um, complaint has been there's a written summary that is required, 500 words at the beginning of the the cycle. And then another 500 at the end, resulting in a thousand words all together. Um, that has been kind of a a point of contention. Um, but I've also heard from teachers who are like, yes, this is exactly what like I have teachers who used to do career ladder, if you're familiar with that, and they're like, this is what we used to do. This is how I became a good teacher. So, it's been it's been both. So, is it, um, >> [snorts] >> is it the extra the extra
059work that that they're >> So, I think that the the view is that this is just another thing to do. Right? It's on top of what I'm doing, but really this is what good teachers do. And I know there are teachers in our district who are already doing this work. There are sites where when we went and we presented, they were like, oh, we already do that. Like, it was not a big deal. It's like, oh, okay. We're going to we're going to switch one thing for this thing. Great. Um, there were other sites where it was a little more of a heavy lift. Well, there is power in feedback. Absolutely. >> forward without hearing from the horse's mouth. >> Right. For sure. We definitely need to have open communication and I think, um, allowing
060them to put into print and then that gives us a little bit of >> Well, and it's reflection, right? I mean, part of teaching is reflecting on your practice. I tried this. This is how it worked or didn't work. Mhm. And really at the end of the day you should be able to say, I had a kid that was having the same struggle. Here's what I did. Instead of trying to remember, like, what was it I did with that that group of kids, right? So, it's having that reflection piece. Being able to take it back to your administrator and sharing, hey, look at look at this hard work that I did. I worked my tail off. I maybe didn't see the growth I wanted to, so next time I'm going to try this, right? Another
061quick question, um, have you thought about, uh, when I say you, I mean Us. Mhm. Us, but like principals, have you thought about a way that that principals can help these folks with the lift, what are Absolutely. So, um, for instance, at the elementary level at Whipple Ranch, they're already talking about, well, we we already look at literacy. Like, they're focused on literacy. So, how can we have a school goal of literacy, have team level goals, so kindergarten has a goal of X, first grade has Y, second grade has Z, and then each teacher underneath of that, what can they do in their own classrooms towards their classroom or their their grade level goal, which then supports their school goal. So, really if the if the administrator comes in and says, you guys have to
062do this work anyway, let's do it this way. Let's have this as our skill. And they can work with their PLC team. Hey, here's what I did this week. This is what this is what worked, this is what did what didn't work. Write it down. And that's part of their portfolio. Um, so I've always kind of been disappointed by our reading scores, our math scores. How does this help since those have always been the the ones that lagged? >> you would ask a teacher a reading an ELA teacher is going to be focusing on ELA, right? A math teacher is going to be focusing on math. If an administrator comes to their their their team and says, "Hey, we're worried about math." PE teacher, how can you address that in your class? Right? And there
063are things that a PE teacher can absolutely do. Music teacher, what can you do in music that helps us with our math goal, right? It It's not It's not a stretch. And I'm not happy with our scores, either. I mean, that's what I do all day. I look at the scores, and it's not good. It's not good across the state, but that's It's not okay for our kids to stay there. Okay. Any other questions? Thank you. >> Thank you. Can I just make one comment before we start? >> going to ask when when when what's the process for us accepting this? So, there's going to be an agenda item It is later in our action items. >> Our action item. But, there's an also when I was reviewing the the teacher evaluation instrument, I found
064that there were some errors. For example, if they quoted policy that was from our old ASBA policy manual. So, if you looked at the attachment that I included, the working copy of the teacher professional growth, there are a few slight changes that I suggested and highlighted and I struck out because they were quoting old policy that does not reflect our current policy. I changed the policy number to reflect our current policy, and there was one section in there that quoted our outdated policy that in terms of a grievance, it says, "Contact the superintendent." Our current policy says, "Contact your immediate supervisor." So, that's that's the difference. So, I'm when we go to that action item, it would also be nice to include updating the the verbage on those policy changes in the current current [clears
065throat] teacher rubric. Okay, so when the motion is made, you're asking for that to be included? >> Yes, sir. Okay. Remind us Yes, sir. >> when we get there. Okay, 7.5 financial report. Um just it's it's pretty straightforward. You can see the graphs there on our M&O and uh capital items. Um we're working with um we're we're trying to get more information from the state on the budget. We're kind of at a standstill until the bud the budget's passed at the state level, then we'll have a better idea if we're going to get a 2% increase or 1.5% increase, and then we can look at our budget capacity for next year. So, it's it's on track. Dollars waiting on dimes, huh? 7.6 principal reports. Again, just want to publicly thank our principals. They're It's It's
066a tough time of year, and so just want to thank them for all that they do. They're They're running in a million different directions, and appreciate them submitting their reports. Thank you all very much. 7.7 superintendent report, please. So, there's a couple things. As As you can see, I've submitted for your review the rough draft of our strategic plan. There There's going to be a later meeting in probably May where we bring the strategic plan forward for discussion and adoption, but I wanted you to have an advanced look at what we've been working on for the past 6 7 months. Many of our principals have been on those committees. Um we've had principals lead those committees, so I just want to again thank them for their leadership. And so, the plan is and I think
067the board was invited. I'm going to have a community visions re- rejoining on April the 29th. And the goal of that meeting, and you're all invited, let me know if you can make it, is we're going to look at the strategic plan through the lens of the community to see how how they think, what feedback they have, what what ideas they may have if we need to adjust anything. So, that's going to be on the 29th. Um we're going to serve them dinner as we've done in the past, and it's it's going to be about 2 and 1/2 hours in length. In terms of my superintendent report, um we're we've done a lot of as as Ms. Cosgrave said, we've gone to every campus. We've talked to them about the teacher evaluation update. Um we've
068been working with our emergency management doing a tabletop exercise with Timber Mesa. Want to thank Mr. Clark for putting that together. We've been sitting down with every principal, me, um Ms. Davis, and uh HR to look at staffing for next year to see what our needs are in terms of staffing. Um just it's that time of year where we have one leg in this current year and one leg in next year looking at budget, looking at staffing, looking at contracts, looking at trying to give uh raises to to everyone. Um not getting much information from the state. And so, we're we're in that time of year where we're just trying to close out one year and and get ready for the next year. I've also included in my report all the end of the year
069upcoming events, and there's a lot. As you can see, that each campus is just humming with activity. And so, wanted you to have those activities uh so you can see what schools are doing what, and if you can attend, that would be fantastic. Thank you. What about the health forms? So, we we noticed that every campus uh when when I got here, we we had different health forms at every campus. And so, we we brought in all those health forms um with the help of Ms. Marsh, our health aids, with the principals, with Tracy Wagner in PowerSchool, we we basically created a digitized form that matched board policy. Novel idea, matching board policy. Of these are the medications that are approved, these are the things that are approved, this is what we expect. And so,
070now every time um people enroll or re-enroll, they have to fill out this health form, so it's standardized across the district. So, we're excited about that that we're we're Every year we're trying to standardize something else in terms of transportation, health forms, enrollment processes, cuz there was a lot of different And there's no blame. I mean, that happens in districts. People just like, "Hey, we need this form. Let's create it." And we end up with six different forms. So. We're becoming unified. We are trying to become unified in excellence. Yes. Um and I'm glad for that cuz I wanted you to mention that. As well as the safety tabletop activity, could you tell us more about that? So, Mr. Clark, under his leadership, he he worked with Timber Mesa. All of the campus principals came
071together on a Friday, and it it was like a three three and a half hour event. So, we we came together in the district training room. Uh Mr. Clark presented a multi-tiered potential hazard. In this case, it was a a wildfire sweeping through Sholo. And so, we at our campus >> had that happen. >> I know, right? And so, we were able to go through with our emergency management protocols, and each campus had their own table, and we were role-playing in essence, "Okay, what would happen in this situation?" And then after 20 or so minutes of discussion, Mr. Clark would go, "Okay, here's some more information. The wind's changed. Now we've got this. We've got smoke over here." And then we would reassess how would we handle different different needs, relocation to feeding kids, to
072losing power, to turning off air conditioning units cuz smoke was coming. So, we we we try to practice, and and it's been very enlightening cuz we learned a lot. Um one of the things that we learned, for example, is if if technology were to become limited because forest fires take out electricity or internet, we have a problem. It affects communication. It affects uh reunification. And so, once we kind of thought through that, we're like, "Well, what could we do?" And with the help of our our new IT director and business um manager, we're like, "We need to invest in several mobile uh Starlink hotspots." So, we can have two to three hotspots through Starlink where if we had to mobilize or move or go to a different campus, we would have the the technological infrastructure
073to look up PowerSchool, to look up student records, to look up parents. Those are things that, you know, if you don't have it when when you need it, then you're out of luck. And so, that's an example where we're looking at We've We've got to invest in Starlink. We got to have um mobile hotspots up and running right now. We've got to have, you know, 10 to 15 tablets or computers charging set aside just for an emergency. They're not used for testing. They're not used for teachers. They're in a secure location, constantly being powered in the event we needed to use those and mobilize those. So, that's one example of where we're like, "Yeah, this is something we need to do." How are you training all the parents on that? That's a work in progress.
074So, we we talked about that that we need to put out protocols cuz the first thing parents are going to want to do is they want to come straight to the school. And if if based upon the emergency, the school may be locked down, the police may be blocking roads. Parents are going to try to do everything they can, um but we have our protocols where we were we're going to have to lock down in certain situations. And so that's again working with police, working with fire, but it's a process where we're going to start putting out we don't have it yet, but we're going to start putting out, you know, notifications, parents, this is what we need you to do um during an during a emergency. So Starlink's really only for you guys to
075talk >> Starlink would be just for us to manage the response. Mhm. So glad you're going through these scenarios because uh it puts it into practice and kind of gives us the insight into what areas we can focus on a little better get that up and going. So thank you for that. And the last thing that I noticed on uh your uh form is the campus surveys. Um I look forward will we be getting a copy or being able to see the results of those? I don't I don't see why not. So we just closed the surveys April the 1st. Um I've shared some limited information with the campus principals um and with our leadership team. I'm in the process of looking at the results campus by campus, looking for themes, trends, what are we
076doing well, what's an area that we can focus on with the goal of this summer, this is a perfect time for campus principals to look like okay, what are we going to do different or better or keep the same. And so yeah, I can I can absolutely send you those results. >> Again, becoming unified in excellence. >> Yep. Thank you. Absolutely. We okay? All right, moving on to 8.1 classified transfers, resignations, terminations, Dr. Farnsworth. We would just ask that the um the board approve those um suggested items and one of the most notable is the board secretary and my assistant, Ms. Candy Powers, ask that you would approve her to take on those duties officially. I move to approve the classified personnel employee actions as presented. I'll second. I have a motion and a second.
077All in favor? I. I. I. Motion passes. Welcome, Candy. 8.2 classified personnel employment, Dr. Farnsworth. Again, our our we we still seem to be having a little bit of a turnover in our hourly positions and I know our principals are working very hard to keep those filled and and keep those up and running along with our custodial positions. You heard it tonight we had a custodian at the junior high working with multiple different night custodians. That's a hard job to fill, right? To to have a nighttime custodian. Um again we'd ask you to um approve these recommendations for hire. I move to approve the classified personnel employee actions as presented. >> I'll second. Motion and a second. All in favor? I. >> I. I. Opposed? Motion passes. 8.3 certified transfers, resignations, terminations, Dr. Farnsworth. Yeah,
078this is a hard one cuz we've had really some amazing staff members that are going to be leaving the Low School District for for other opportunities and we wish them the very best. We we love what they've done for us um and we just hope that they come back and they I hope I hope they find a district that doesn't match up to Show Low and that they come back. >> [laughter] >> We we and we have quite a few transfers on the special education side. All of those have been worked with one-on-one with with our special ed director, Ms. Marsh and so those are those everyone is excited for those new opportunities. Can I just say something on resignations? There's two, the first and the last one, they're both uh former students in our
079district, grown up here. Hate to lose them. I'm not sure about Michaela and Ashley but um just hate to lose those folks. Want to vote no. If we vote no, do they have to abstain? Can we do that? Is that possible? Just a question. I move to approve the certified transfers, resignations, terminations as presented. Second. I have a motion and a second. All in favor? I. >> I. I. Opposed? Motion passes. 8.4 certified employment contracts. Again, I just want to thank our our our principals, um our special ed director whenever we get a resignation, they're so quick to advertise um put the word out looking for top talent, looking for excellence to come join the Show Low School District for next year and I highly recommend that we would approve these these hirings and don't
080want to miss our our counselors for contracts and you can see the list in the RSP renewals at the bottom of the agenda or the item. I move to approve the certified employment contract actions as presented. I'll second. I have a motion and a second. All in favor? I. I. Opposed? Motion passes. Thank you. 8.5 admin employment contracts, Dr. Farnsworth. So I highly recommend I we we couldn't run this district without our administrators. They have a very very tough job. Whether you're a director, a principal, in athletics or WMI we just we just have critical people in critical spots and they do a hard job under hard circumstances and uh I just want to thank them publicly and ask that you would approve them for a contract for next year. I move to approve the
081administrative employment contracts as presented. Second. I have a motion and a second. All in favor? I. >> I. I. Opposed? Motion passes. 8.6 teacher eval adoption. I would ask that the board would and the way it's recommended that the board approve the updated teacher evaluation document. So that would include the policy numbering and the updated policy language in the instrument. I move to approve the updated teacher evaluation document as presented. I'll second. I have a motion and a second. Any further discussion? All in favor? I. Opposed? No. Okay. Sorry, Kelly. Um okay, so that's a 4-1 pass. 8.7 out of state travel, Dr. Farnsworth. There's a couple recommendations for board approval. We have the Innovative School Summit in Las Vegas. We have several individuals that are that are going to be going to that. Last
082year feedback was it was a really good conference. Um I'm also asking to go to the National School Leaders Conference. Um I've I've submitted a proposal and um they've accepted that I can present at the national conference, but also it's a great opportunity for me to learn at the national level from national leaders. Um if it's appropriate with with the board's permission, I would ask that you would approve the out of state travel for those on the agenda. I move to approve the out of state travel as presented. Second. I have a motion and a second. All in favor? I. I. I. Opposed? Motion passes. Opposed? >> Yes. >> Okay, sorry. So that's a 4-1 also. Um 8.8 ESI contract renewal FY 26-27. So this is an annual contract that we bring before the board
083where it it it really is a benefit to the district and also a benefit to the employee where an employee could retire and then go work for this third party and then come back to work for the district. So we still retain all those years of wisdom and experience and um they ESI provides us with a great opportunity where we can according to state statute educators have to sit out a year so they can't get a retirement and get paid by the school district. So this allows us to let them work right after they retire um in essence with the district. >> we do before? This has been in place for a long time. So Okay. So this is an annual >> This is an annual contract that we hire we we approve ESI to
084be a third party educational vendor. So to give you example, if I were to retire, then I could start start drawing state retirement, but then go work for ESI and still be employed, but I'm employed through ESI. They they cut the check. But I'm still working for the school district. I'll make a motion to approve the ESI contract for fiscal year 26-27 as presented. I'll second. I have a motion and a second. All in favor? I. I. I. Opposed? Motion passes. 8.9 NPC dual enrollment and Talon IGAs 24 through 27. So we've had a fantastic relationship with Northland Pioneer College and we were able to offer dual enrollment classes and also offer college classes through the Talon Virtual Lab at the high school. And so again, I think these are three-year IGAs, but this is
085just to approve it for the 26-27 school year. And so if you if you don't have any questions, I would recommend that you would approve this, um, but I'm happy to take questions. I move to approve the IGAs with Northland Pioneer College for the fiscal year 26-27 as presented. I'll second. I have a motion and a second. All in favor? I. I. I. Opposed? Motion passes. 8.10 Navit IGA. Again, this is an annual IGA. Navit is the CTE, um, consortium that that allows us to offer CTE classes both at a satellite campus and our our high school. I think we're the satellite and then the primary campus. So the primary campus would be Northland Pioneer College. So for example, a student could apply to take welding as NPC offers welding. We don't at the high
086school. But we also have, I think, 11 or 12 satellite programs just at the high school. For example, culinary or business. And so we we work in an agreement with Navit and we get a additional bump in our funding for those kids taking those classes and completing those classes. They're called completers. And so if you'll remember, Mr. Marchant submitted to the board last year we wanted high school students to finish two years of a program instead of just hop around because not only is it good for them to finish two years of a program, but there's also a financial bump for our CTE funding. So I would ask that the board approve this annual IGA with with Navit. I'll make a motion to approve the Navit IGA. for this two-year 26-27 and corresponding exhibits as
087submitted. I'll second. I have a motion and a second. All in favor? I. I. I. Opposed? Motion passes. 8.11 sole source vendor, please. Again, this is a a very niche, um, vendor that provides us with a software platform known as IEP Pro and they allow us to house all of our IEP documents, um, make sure everything is following the compliance for by the the federal government and the state government. They're one of the few people that offer this platform and we would ask that you would approve this platform, uh, that we use for all of our special needs students. I have a question on that. Excuse me. [clears throat] Um, so is someone inputting the information of the IEPs or is this an AI tool? No. Okay. It's input. Uh, thank you. Um, I move
088to approve sole sour Excuse me. I move to approve sole vendor Medianet Solutions as presented. I'll second. I have a motion and a second. All in favor? I. I. I. Opposed? Motion passes. 8.12 gifts and donations, please. Again, just we are so thankful to be living in the Low community. We have so many people that donate, so many businesses that donate over and over again and you can see the list of donations, uh, from Perkins Senders, um, donating for the FBLA competition in $100, Safeway donating a $100 gift card, uh, Carolyn Pinkard, a general donation of $788.20, Highline Vending $136.80, Ohio Printz, general donation of $48.12, Culinary Arts received the Show Low Recreation Sports Foundation of $1,000, the Show Low Youth Foundation, uh, gave Mrs. Layton, uh, $1,000 for fifth grade science materials, which they
089did a fantastic job. The Show Low Youth Foundation gave PE equipment to Mrs. Turner in the amount of $900, Pioneer Title Agency, um, c- paid for the shirts for Nicholas Homestead. Is that right? And Whipple Ranch. And Whipple Ranch, thank you. And, uh, Nicholas Homestead and Whipple PTSO, the the school lanyards for for an A. So just a lot of community support. Again, we're so thankful for what they do, um, on the business side. We really appreciate it. With a big thank you to all of the donations, I move to approve sole sour Excuse me. Um, the gifts and donations as presented. I'll second. I have a motion and a second. All in favor? I. I. I. Opposed? Motion passes. Thank you so much all of you in the community for all you do for
090us. 8.13 student club proposal. Dr. Farnsworth. So as stated in statute and policy, the school board, it gets the the pleasure of approving, uh, fundraisers. So there's the student council at the high school is asking permission to sell prom tickets. The student council at the high school is asking permission for food truck to be on campus and to to sell food on the Cougar days. Uh, the student council is also asking permission to have a drive-in movie. And the football program is also asking that you approve their donation campaign and the selling of Cougar cards. Okay, Dr. Farnsworth. Mine says 8.13 student club proposal, 8.14 student fundraising. Did we just have a flip-flop? I think 8.13 I might messed up. >> 8.14 is E-rate vendor. 8.13 is fundraising. My printout is different than We gave
091you a the the first draft version and we updated it, so that's my fault. Okay. So, uh, 8.13 fundraising activity you just told us about. I apologize. That's my fault. I move to approve the fundraising activities as presented. I'll second. I have a motion and a second. All in favor? I. I. I. Opposed? Motion passes. So 8.14 Should be E-rate. It's going to be E-rate. Okay. So last month, um, our IT director gave the board a presentation on E-rate funding. So this is money that we get from the federal government based upon our our our student count free and reduced numbers. And so we will we just finished the end of our five-year cycle and so now we're beginning another five-year cycle and so we went out to bid and we're looking to to hire,
092uh, this company Gigacom to come in and do the bulk of the work in terms of running fiber, replacing wireless access points. They they pay 80% um, through the funding and then the district pays 20% or 15% I think in this case. Yep. I move to approve the Gigacom as the E-rate vendor as presented. Second. I have a motion and a second. All in favor? I. I. Opposed? Motion passes. 1.5 is future agenda items. Future agenda items. Anybody have anything? Would you please put something on about the, uh, uh, executive No. The, um, leave policies Leave policy, please. Yes, sir. Okay. If you get that figured out and where we we don't have continued pushback and angry folk. I've already reached out to them and I'll be in communication with you. And Please please and
093thank you. >> Thank you. Um, I also had a a request, regarding booster clubs. When do we get the reportings on those from the different, um, accounts? Well, that's [clears throat] a great question, Kelly. If you look, I I believe if you look at item 6.1, it should have student activity balances as of March the 29th. That is included. Um, I Is that what you're looking for? I Did that include the booster clubs? Maybe I had over looked that. Um, I will look at that, but if it's not, then that's something I will get with you on. It did not include the booster clubs. Yeah, the booster clubs are separate, right? >> asking about the booster clubs. >> [clears throat] >> Okay. Booster clubs are typically off of How would you like me to approach
094that in terms of getting booster clubs? Cuz I don't >> our policy. There should be a policy regarding reporting on them, uh, to the board like once a year. I just don't recall if it's at the end of the school year or the beginning of the school year. Okay, I'll look into that. Booster club reporting. Does any of that stuff get recorded by the county? Do we send anything to the county anymore? My understanding is that when you do a booster club, it's it's kind of like completely outside of the school district. They have their own officers, they manage their own minutes, they manage their own bank statements. Um, but I'll need to look at policy. I don't think that's registered with the county. The booster club oversees it. We have no oversight at all.
095I don't think so. That's been my experience is that the school district has no oversight. For a while we were getting their officers at the beginning of the year. Okay. And their I mean, I'm not upset about it. I just didn't know if that was still allowed. I'll look into policy about booster clubs. I just don't know right now, but my experience has been that that's completely outside of the district purview. Well, I I know that we don't really have any say in the booster club, but like Stacy said, we have always gotten a report and I know we've we've always done that just who the officers were, um when they, you know, formed at the beginning of the year, who treasures were, whatever. Um I just wanted to follow up on how we are
096doing with the policy on that and if we're following it. Hap- happy to do it. Thank you. Can I bring one more thing to you? We're getting close to the end of the school year. I'd hoped that maybe we could have and thank the bus drivers for all that they do. Absolutely. Thank you. One of the things that I would like to get the feedback from the board is having a work session in April or maybe early May. I've I've met with the city manager of Low and they want to brief the board on the potential of an indoor athletic facility on school property. Um they talked once before, but they want to come back with updated designs and um potential price points and have the board look at it. Is there a time in
097April where we could get together or would you like me just to reach out outside of tonight and schedule something? I wouldn't be available from the 21st on through the end of the month. How do you feel about the beginning of the first week in May? I could do like a Monday. And then I'll be gone the rest of week. Okay. Let me let me reach out to each of you to see if there's some dates. Um the end of the year is very, very hectic with events night of night events and I know the board the city of Show Low, they have different commitments, but I'll see if we can put together a work session to to see the city city manager and his staff. Perfect. If there's nothing else on future board agenda
098items, we have no call to the public. Therefore, I will entertain a motion to adjourn until our next regular board meeting May 14th. >> [cough] >> I'll second. >> [laughter] >> I'll second. I have a motion and a second. All in favor? I. I. Opposed? Motion passes. Thank you. Appreciate everything.